An Empirical Study On The Influence Of Self-efficacy On Results Of English Reading Comprehension Of Senior High School Students

The high school English curriculum standard proposes to train the students' abilities of listening,speaking,reading and writing.Because of the lack of authentic listening and speaking context,English reading has become an important way for high school students to acquire knowledge and improve their English ability.However,students generally feel tired of learning English,and teachers try to improve their English proficiency,but the results are often not satisfactory.Especially in the college entrance examination,most students have lower scores in English reading comprehension.Many researchers have found that in a foreign language learning,students' self-efficacy is the main factor that influences their academic performance.Therefore,the sense of self-efficacy has aroused wide attention of scholars at home and abroad.Research on the relationship between self-efficacy and English academic achievement has been emerging.However,many studies take the undergraduates as the research object.Researches on the relationship between high school students' self-efficacy and English academic achievement are rare,especially the study of the relationship between self-efficacy and English reading achievements,which is less and less.On that account,the author takes 139 students from two classes in grade one from Harbin No.3 Middle School as the research object,trying to use the method of literature research,qualitative research method and quantitative research method to conduct an empirical study on the influence of self-efficacy on senior high school students' English reading achievements.Specifically,the literature research method is to collect,screen and classify the library information and data from the internet and other sources,thus the literature review is made;qualitative research method mainly uses interviews;quantitative research method mainly uses questionnaire survey method and tests.At length,this method aims at conducting a survey of the present situation of self-efficacy and English reading achievement of senior high school students through the use of self efficacy questionnaire,tests and experimental intervention.Besides,through the SPSS software,using descriptive analysis and correlation analysis to analyze the data before and after the test,the influence of self-efficacy on senior high school students' English reading achievements can be explored,in order to improve students' English reading achievements and provide some theoretical basis and reference for senior high school English reading teaching.The results of the study can be concluded in the following aspects:1)The reading self-efficacy level of most students in the first grade in Harbin No.3 Middle School is relatively high.A few students have low self-efficacy level,while the rest of them have a moderate level.On the whole,high school students' sense of self-efficacy and the level of each dimension are relatively high;among the three dimensions,the sense of control is the highest.In other words,most students have strong beliefs and clear goals for English reading.When they are doing reading comprehension questions,they try to avoid being influenced by their emotions,and are confident of achieving goals when faced with difficulties.2)There is a positive correlation between self-efficacy and high school students' results of English reading comprehension.In other words,high school students' self-efficacy can predict their English reading achievements to a certain extent.In the three dimensions of self-efficacy,there is a positive correlation between the sense of control,the environmental awareness and reading achievements.Among them,environmental awareness is the most important factor affecting high school students' English reading achievements.According to the above results,the author puts forward some strategies to improve the sense of self-efficacy of high school students,in order to improve their English reading comprehension.The study helps teachers understand students' self-efficacy and reading scores by investigating the current situation of the level of self-efficacy and English reading proficiency of senior high school students,and provides some enlightenment for senior high school English reading teaching and some reference value for future research on self-efficacy.The study encourages teachers and students to change their minds and eventually raise their English levels.